Context:

Using the curriculum from the North Carolina Standard Course of Study for third grade Social Studies I constructed three lessons about mapping skills. The lessons involved teaching the students about several aspects of mapping including how to use a key and identify the most appropriate map for locating different landmarks. Portions of these lessons were taught to a third grade class at Mountain View Elementary in Ashe County. 

Impact:

The lesson on mapping skills was taught to further the student’s knowledge of maps and how to use different aspects of them. In beginning the lesson the students wrote down everything they knew about maps. After collecting these papers I realized that besides having “the names of places” and “roads and stuff” on them the students did not understand mapping at all. To help the students understand this concept we composed a class map. The class map was originally suppose to be of the kindergarten through third grade wing but with such limited knowledge the map was made just of their actual classroom. The map was also done as a class instead of in groups as I wanted to make sure that everyone was exposed to all the steps of making a map. For this mapping process an outline of the classroom was composed and then the children got a 2” by 2” square of paper, which they drew on to represent them. The students did this twice, one for the map and one for the key. The student then got to come up individually and place their square on their seat on the map and beside their name on the map key. The class then chose colors to color other areas of the classroom so that they could be added to the map key. This seemed to really help the students with the concept of a map key and its use. The students then worked through a work sheet using a map of North Carolina out of their textbook. The worksheet concentrated on having the students use the map key to answer questions about the map. The changes in the lesson from mapping the k-3 wing to just the classroom seemed to be more on target for the level the class was at as far as map knowledge. Taking it down a level made the lesson more accessible and easier for all students to understand. This is a change I would keep and then build up to mapping the entire wing if I were to repeat this lesson.

To adapt this lesson for the high functioning autistic child in my class his aid worked with him to keep him on track.

For the accelerated learners in the class when they were finished colored in the sections of the map that matched the key the class had set up. They also helped hang the map and the key in the hall.

For a child with limited English proficiency I would have taken the work sheet and translated it to their language on www.babblefish.com. Also I would have them work with an accelerated learner as a partner to hopefully help them through demonstration.

Alignment

I have met NCDPI standard eleven indicator one through having the students communicate their ideas about the important aspects that were to be included on the classroom map.

I have met NCDPI standard eleven indicator three by showing technological advances in my incorporation of a map through the smart board and computer access in my classroom.

I have met NCDPI standard eleven indicator four by having the class discuss scale of objects on the maps and the proportions that should be used to display the map most accurately.

I have met NCDPI standard eleven indicator five by having students organize the data that was to be displayed on the classroom map and displaying the data that was found to be most important in a variety of ways, including on the map and also the map key.